An integrative review of the impact of mobile technologies used by healthcare professionals to support education and practice.

Ping Guo,Kim Watts,Heather Wharrad

doi:10.1002/nop2.37

Abstract

AimThe aim of this study was to provide evidence of the impact of mobile technologies among healthcare professionals in education and practice settings.DesignIntegrative literature review.MethodsElectronic databases including MEDLINE, CINAHL, PsycINFO, EMBASE, ERIC and Web of Science were searched for papers published between 2002–2012. Quantitative studies were critically evaluated based on Thomas et al.'s framework, while the consolidated criteria for reporting qualitative research was used to appraise the rigour of the qualitative studies.ResultsSeventeen quantitative and three qualitative studies were included. The findings suggest a largely positive influence of mobile technologies on various clinical practice and educational outcomes. However, robust evidence was limited. Use of mobile technologies in health care are associated with improvements in access to information, accuracy and efficiency, evidence‐based decision making at the point of care and enhancement in performance, confidence and engagement in different contexts.

Highlights

Since the introduction of mobile technologies in the early 1990s, it has become a valuable and important tool to be incorporated into various medical-related fields used by multiple disciplines (Ranson et al 2007)
The findings suggest a largely positive influence of mobile technologies on various clinical practice and educational outcomes
To describe use of (1) personal digital assistants (PDAs) in patient care and (2) a PDA version of a learning portfolio in reflection on practice and medical education Medicine To evaluate the clinical contribution of a palmtop drug reference guide – ePocrates Rx Nursing To describe the prevalence and patterns of use of PDAs by nurse practitioner (NP) students and faculty, examine relationships between patterns of use of PDAs and demographic characteristics of NP students and faculty and describe patterns of use of PDAs that support evidence-based practice Nursing To describe the prevalence and patterns of use of PDAs among active nurse practitioners

Summary

Introduction

Since the introduction of mobile technologies in the early 1990s, it has become a valuable and important tool to be incorporated into various medical-related fields used by multiple disciplines (Ranson et al 2007). Mobile devices can store large quantities of information Their operating systems allow applications that support sophisticated user interactions, their graphics capabilities offer representational versatility and their networked status means that they afford easy communication among their users (Walton et al 2005). Many healthcare professionals (HCPs) will have acquired a degree of familiarity and confidence with such devices through their own personal and recreational uses, so it is easy to argue that this use should be extended to support the education and practice of HCPs. Various scoping studies (Khan et al 2007, Crook et al 2012, Franko & Tirrell 2012) have identified a range of medical software applications available to HCPs. Most applications are information reference points or quizzes, exam or test your knowledge type software applications. Evidence of their impact on learning and practice among healthcare professionals is limited

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